Shut up &amp; Write!: some surprising uses of cafés and crowds in doctoral writing

Mewburn, Inger; Osborne, Lindy; Caldwell, Glenda Amayo

doi:10.4324/9780203498811-25

Cited by 2 publications

(2 citation statements)

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“…Two main types of peer writing groups are common within academia. Firstly, there are social, peer-based writing groups where participants work silently on their writing projects with an emphasis on productivity (Thesis Whisperer, 2013, as cited in Mewburn et al, 2014). These can often exist in grass-roots networks where peers come together without formal arrangements through the university systems, allowing a more organic style less affected by rigid processes that must be adhered to if the groups were made part of 'official university business'.…”

Section: Methodsmentioning

confidence: 99%

“…Social writing spaces are invaluable for novice academics as they can work away from academia's highly competitive environment, which was valid for participants within this project. Our data set represents the importance of supporting novice writers during their transition from solitary to social writing (Mewburn et al, 2014). One key element of these sessions was the collegiate atmosphere that Sue had developed and how the group members did not see one another in a competitive light.…”

Section: Figure 1: Different Types Of Academic Writing Events For Novice Academicsmentioning

confidence: 99%

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Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

Wilson

Cutri

2021

IJDS

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Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.

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Section: Methodsmentioning

confidence: 99%

Section: Figure 1: Different Types Of Academic Writing Events For Novice Academicsmentioning

confidence: 99%

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

Wilson

Cutri

2021

IJDS

View full text Add to dashboard Cite

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L’accompagnement par les pairs au doctorat pour socialiser les femmes au métier de chercheuse

Déri¹,

Vincent²,

Tremblay-Wragg³

2023

ripes

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Malgré les progrès réalisés en matière de parité des genres, en milieu universitaire, les femmes demeurent désavantagées sur plusieurs plans. En tant que professeures, chercheuses ou étudiantes, elles ne bénéficient pas des mêmes possibilités que leurs confrères. Dans cet article, nous présentons les résultats d’une étude de cas mettant en exergue l’accompagnement par les pairs entre doctorantes devant s’approprier des compétences rédactionnelles pour s’insérer dans leur champ de recherche. En nous appuyant sur le cadre théorique de socialisation au métier de chercheur développé par Skakni (2011), nous analysons des extraits d’entrevues semi-dirigées menées auprès de 25 doctorantes provenant d’universités canadiennes. Les résultats révèlent une préférence des participantes de s’associer à leurs semblables dans des groupes de rédaction académique afin de normaliser les défis auxquels elles font face en milieu universitaire. De plus, elles semblent accorder autant de valeur à l’accompagnement dont elles bénéficient de leurs pairs que du soutien qu’elles offrent à leurs consœurs. En définitive, il en ressort des collaborations, autant professionnelles que personnelles, par l’établissement d’un réseau de chercheuses novices qui privilégient la solidarité, plutôt que la compétitivité habituellement observée aux cycles supérieurs. La discussion porte sur la perspective féminine de cette culture de compétitivité et des différences de genre menant à une disparité dans les besoins de socialisation qui règnent en milieu universitaire. Enfin, des suggestions sont offertes pour l’exploration d’actions sociales étudiantes, en complémentarité à l’encadrement institutionnel, afin d’optimiser la socialisation des doctorantes, et par le fait même, leur professionnalisation au monde de la recherche.

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Shut up & Write!: some surprising uses of cafés and crowds in doctoral writing

Cited by 2 publications

References 0 publications

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks

L’accompagnement par les pairs au doctorat pour socialiser les femmes au métier de chercheuse

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